Psych510 Lifespan Development Research Paper

The sensorimotor stage infants develop their schemas through sensory and motor activities. Followed by the preoperational stage where children begin to think symbolically using words, to represent concepts. Next concrete operational stage children display many important thinking skills, like ability to think logically. Finally, formal operational stage young adolescences formulate their operations by abstract and hypothetical thinking. Piaget’s theory provides ample and insightful perspectives, so it remains the central factor of contemporary

However, Diaz and Motta focused their study on adolescent participants and on PTSD. For this study, participants were between the ages of 14 and 17 and were all female from a residential treatment facility that met the criteria for PTSD (Diaz & Motta, 2008). The researchers used the following self-report inventories to measure the level of PTSD: (a) Child PTSD Symptom Scale [CPSS] (Foa, Johnson, Feeny, & Treadwell, 2001), (b) Trauma Symptom Checklist for Children [TSCC] (Briere, 1996), (c) Multidimensional Anxiety Scale for Children [MASC] (March, 1997), (d) Children’s Depression Inventory [CDI] (Kovacs, 1992) (Diaz & Motta, 2008).

It is normal, following a traumatic experience, for a person to feel disconnected, anxious, sad and frightened. However, if the distress does not fade and the individual feels stuck with a continuous sense of danger as well as hurting memories, then that person might in fact be suffering from Post-Traumatic Stress Disorder (PTSD). PSTD could develop after a traumatic incident which threatens one’s safety or makes one to feel helpless (Dalgleish, 2010). Coping with traumatic events could be very difficult, but confronting one’s feelings and seeking professional assistance is usually the only way to properly treat PSTD. Many kids and adolescents worldwide experience events that are traumatizing. If exposure to trauma is not treated, it could lead to various mental health problems. Researchers have reported a connection between traumatization and increases in mood and anxiety disorders, but the most frequently reported symptoms of psychological distress are post-traumatic stress symptoms (Cohen, Mannarino & Iyengar, 2011).

One example of Boricevic Marsanic and their colleagues is, “Children of male veterans have a higher chance of attempting suicide” (Boricevic Marsanic et. al.).This quote explains how the disorder affects children who may never have a traumatic experience in their life. The disorder has mental effects on all the people associated, the veteran, their family, friends, everybody. Another example of how PTSD affects children and teens is “The presence of posttraumatic stress disorder (PTSD) in trauma survivors has been linked with family dysfunction and symptoms in their children, including lower self-esteem, higher disorder rates, and symptoms resembling those of the traumatized parent” (Mellor et. al.). Mellor and the other authors of this article in an Australian magazine express how children tend to have more problems internally. The quote also states how the children may even have symptoms the parent with PTSD had, which means that it could cause problems for the child without them even having a traumatic moment in their

As children go through life, they will come upon stressful situations and experiences. Many children will work through the challenges that life brings, build resilience and move forward, however, some children may experience more extreme traumatic events that can result in life difficulties due to serious trauma symptoms that are much harder to manage. Trauma-Focused-Cognitive Behavioral Therapy is an evidence based treatment model designed to help youth who have experienced a significantly traumatic life event. TF-CBT uses skills and strength based therapy to address symptoms of post-traumatic stress disorder (PTSD), depression and anxiety (Cohen et al, 2006). This research is an examination of trauma focused cognitive behavior therapy as a model of practice including the areas of history and development of the model, its relationship with other models of practice, considerations of appropriate populations, methods and components for treatment, effectiveness of the intervention and relevance for social work practice.

Childhood and adolescence is a crucial time for humans- a time full of physical, emotional, and cognitive development. Upon observing the significant impact that trauma induced stress can have on adults following time in combat or an injury, when adults have fully matured in all areas, it raises the question of what influence post-traumatic stressors can have on development in children. This issue was so significant that in the DSM-5, the psychologists introduced a new, and separate, section of criteria for PTSD that specifically relates to the preschool subtype, or those individuals six years and younger. The first age specific sub-type for this disorder is important due to the rising number of studies and cases of PTSD in children.

The core-concept of an individual is largely influenced by one’s ability to regulate internal emotional states and one’s behavioral reactions to external stress. Children who experience trauma have difficulty managing their emotional states thus leading to poor perceptions of themselves. A distorted sense of self can potentially lead to loss of autobiographical memories, poor body image, and disturbances in sense of separateness in which the person may appear detached and distant (Carr, 2012). It may also lead to difficulty with impulse control which includes aggression

On October 13, 2017, our Life-Span Development class had the opportunity to observe the physical, cognitive, and socio-emotional development of Levi, a seventeen-month-old male toddler. When he came to the observation with his mother, father, and sister. With the whole family coming to the observation, we were able to observe more interactions, and learn more from the parents. The observation was conducted at Dordt College in room 1309, and the infant’s parent consented to participate in the live observation.

In examining PTSD in children and its relation to violence, researchers use various methods to extract data about specific stages of life.

Some of the trauma that children and adolescents experience or witness may consist of sexual abuse, neglect, maltreatment, violence, physical abuse, vehicular accidents, and crimes. As previously mentioned these traumatic events may cause PTSD and other common comorbidities such as anxiety, depression, and possibly aggressive or impulsive behavior. To better understand how TF-CBT treatments help, it may be useful to understand what exactly PTSD is, and what it looks like in children and adolescents. According to the DSM-IV (2013), PTSD consists of persistent re-experiencing of the trauma experienced, avoidance of traumatic reminders such as certain people, places, and conversations, a general numbing of emotional responsiveness, and chronic physiological hyper arousal. Generally children with PTSD characteristically look different than adults whom are suffering from PTSD. The National Center for PTSD article displayed by the U.S. Department

Post-traumatic stress disorder (PTSD) is an anxiety disorder that may develop after an exposure to a terrifying event in which physical harm occurred or was threatened. Usually, the anxiety may be brought on by an “exposure to an actual or threatened death, serious injury or sexual violence “(American Psychiatric Association, 2013, pg. 271). Only recently have children and youth been deemed to have experienced PTSD and usually undergo therapy, medication and various treatment options to minimize the impact PTSD has on one’s life. Throughout this paper, I will be discussing the development of the disorder, how PTSD symptoms differ in children, treatment options, and a clinical case example.

After a traumatic experience, it is typical to feel startled, restless, and disengaged. It can seem as if a person/patient can never get over what happened or feel typical again. However, by looking for treatment, connecting for help, and growing new adapting abilities, the patient can overcome PTSD and proceed onward with life. PTSD does not just come from combat experiences, this disorder can come from many things such as, serious motor vehicle crashes, natural disasters, robberies, hostage situations, and also rape, to name a few. “In the United States, physical assault is the most common stressor causing PTDS in women, while military combat is the most common PTSD stressor in men. People directly affected by the events of 9/11 or by hurricane Katrina in Louisiana and Mississippi in September 2005 might develop PTSD, though fortunately most people do not” (Group, 2006). While PTSD falls greatly amongst the adult and older adult age groups, PTSD in children may trigger the onset of learning disabilities, self-mutilation or other destructive behaviors, sleep terrors, and a variety of conduct disorders. Children may also develop abnormally close attachments to their primary caretakers or other dependency behaviors in their attempts to cope with the traumatic experience (Jacqueline N. Martin, 2013). The purpose of this paper is to elaborate on and

There are many debates regarding nature vs. nurture starting with Plato and John Locke. Some such as Plato believe behavior and personality traits stem from ones genetics which are inherited from parents. Others such as John Locke believe one is born with a “blank slate” which means ones behavior and personality develops based on ones environment. Through examining the life of Justin Beiber, many influences of nature vs. nurture can be found; in addition the behaviorism theory can be applied to his life.

There are many types of trauma that can effect an adolescent and without the proper treatment of the traumatic event the adolescent can have difficulty adapting and developing into adulthood. Kathleen J. Moroz, of the Vermont Agency of Human Services, defines trauma as a physical or psychological threat or assault to a child’s physical integrity, sense of self, safety of survival or to the physical safety of another person significant to the child. She goes on to list the types of trauma a child may be exposed to. Abuse of every kind, domestic violence, natural disasters, abandonment, serious illness or an accident are just a few traumatic events that can effect the development of a child. (2) When these events occur as an acute event

The life-span perspective is a modern scientific approach to the study of human development that accounts for all phases of life including childhood, adolescence, and adulthood, and it breaks each phase into individual stages of development (Berger,2014). This perspective suggests that development is multidirectional, metacontextual, and all stages of development are important and play a crucial role in the individuals cognitive health (Berger,2014). The stages of development are categorized as infancy, early childhood, middle childhood, adolescence, emerging adulthood, adulthood, and late adulthood. For the purpose of this paper I will be focusing on the infancy stage due to the importance of cognitive development before the age of two, middle childhood due to a child’s social structure becoming a defining factor in their lives, and emerging adulthood due to the stresses that an individual must endure while maturing into a young adult.